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• Accelerated future learning
  For example in algebra, given the instructional problems are something like: 3x + 10 = 20, 14 - 2x = 40, 25 = 5x - 12 .. [[Category:Instructional Outcome]]
  2 KB (312 words) - 17:37, 31 October 2008
• Adaptive Assistance for Peer Tutoring (Walker, Rummer, Koedinger)
  ...ness of different support presentations influences student behavior. As an outcome of this research, we expect to add to understanding of the mechanisms by wh We vary the [[agent]]s involved in the interaction using the [[instructional method|mode of instruction]]. For example, students may interact individual
  19 KB (2,778 words) - 07:48, 19 August 2011
• Co-training of Chinese charact
  ...ivation, interaction, meta-learning, or some other pedagogically desirable outcome; 6. The independent variables, which are typically include instructional environment, activity or method, and perhaps some student characteristics,
  6 KB (858 words) - 17:12, 22 January 2007
• Cognitive task analysis
  ...icate why they believe the role model (and, in some cases, the instructor, instructional designer, or researcher) does not "know what behaviors to highlight for the ...demonstration of bringing novices to near expert performance with a short instructional activity (akin to [[feature focusing]] based on a deep analysis of the cogn
  9 KB (1,236 words) - 15:22, 31 August 2011
• Emergece Project (Chi)
  ...o. By 2004, there were over 6000 publications describing student ideas and instructional attempts to change them (Duit, 2004). Obviously, we have not yet solved the ...o test our hypothesis, we developed a brief, self-contained domain-general instructional module that we refer to as emergent schema training. It focuses on the idea
  25 KB (3,832 words) - 21:01, 11 January 2008
• Fostering fluency in second language learning
  ...ellings, and that sentences were more complex. We may characterize such an outcome as resulting from the [[fluency pressure]] exerted by the 4/3/2 procedure. ...[[knowledge components]]. The general hypothesis was that the structure of instructional activities affects learning.
  45 KB (6,505 words) - 08:52, 14 September 2012
• Glossary Instructions
  <nowiki>[[Category:Instructional Outcome]]</nowiki>
  2 KB (352 words) - 14:32, 9 May 2007
• Learning About Emergence and Heat Transfer (Chi)
  ...o. By 2004, there were over 6000 publications describing student ideas and instructional attempts to change them (Duit, 2004). Obviously, we have not yet solved the ...o test our hypothesis, we developed a brief, self-contained domain-general instructional module that we refer to as emergent schema training. It focuses on the idea
  29 KB (4,338 words) - 20:54, 16 January 2008
• Learning ESL Vocabulary with Context and Definitions: Order Effects and Self-Generation
  ...engages with the material using an active generation process while further instructional materials are temporarily withheld. Seeing a definition first may be as ben This study is an in vivo experiment. We are testing the outcome of vocabulary learning for words in the Academic Word List currently taught
  17 KB (2,431 words) - 19:56, 2 July 2009
• Learning Epistemologies
  ...r those who view ability as fixed, and therefore intelligence as well, the outcome of failure is most likely decreased effort. Since ability and intelligence ...g in achievement activities, self-regulation of achievement behaviors, and instructional practices.
  7 KB (1,023 words) - 19:35, 5 June 2009
• Long-term retention
  [[Category:Instructional Outcome]] ...the time of the instruction (the time between the beginning and end of the instructional period of the study). Differences between control and treatment instructi
  4 KB (637 words) - 13:38, 31 May 2007
• Main Page
  ...e terminology and addressing an accumulating body of precise theoretical [[Instructional Principles and Hypotheses|principles of instruction]]. While a single theo ...t.cs.cmu.edu/pubs/Koedinger-Science-2013.pdf a paper in Science] reviewing instructional principles, the complexity of their combinations, and recommendations for L
  8 KB (1,241 words) - 12:48, 5 September 2019
• Metacognition
  ...actors or variables act and interact in what ways to affect the course and outcome of cognitive enterprises." Metacognitive learning strategies involve apply ...tor Roll Aleven McLaren|Help Tutor project]] provides a nice example of an instructional intervention addressing these two types of metacognitive knowledge:
  4 KB (527 words) - 03:31, 9 December 2008
• Publications
  ...ff, G., White, G. & Perfetti, C. (2009). "In vivo" testing of learning and instructional principles: The design and implementation of school-based experimentation. ...(2007). A Web-based authoring tool for intelligent tutors: Assessment and instructional assistance. In N. Nedjah, et al. (Eds.). Intelligent Educational Machines.
  338 KB (45,437 words) - 20:03, 6 February 2017
• Retention
  [[Category:Instructional Outcome]]
  775 bytes (109 words) - 00:02, 6 April 2007
• Robust learning
  ...ual understanding and fast and accurate procedural [[fluency]]. Sometimes instructional objectives of a course may put more emphasis on one or the other of underst
  2 KB (251 words) - 20:53, 10 April 2008
• Roll IPL
  ...ions for the effectiveness of the IPL process are possible, with different instructional implications. A “debugging hypothesis” suggests that evaluation and deb ==== Instructional Principles ====
  19 KB (2,798 words) - 11:45, 23 May 2009
• Rummel Scripted Collaborative Problem Solving
  In our project, we combined two different [[instructional method]]s both of which have been shown to improve students’ learning in The independent variable was the [[instructional method|mode of instruction]]. Three conditions were implemented in the lear
  38 KB (5,243 words) - 00:12, 16 December 2010
• The Help Tutor Roll Aleven McLaren
  # Can conventional and well-established instructional principles in the domain level be used to tutor [[metacognition|metacogniti ==== Instructional Principles ====
  30 KB (4,298 words) - 00:11, 16 December 2010